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An examination of the effects of wor...
~
Nutter, Michelle J.
An examination of the effects of word recognition on the oral reading fluency and reading comprehension of low-performing readers in the second grade.
紀錄類型:
書目-電子資源 : 單行本
正題名/作者:
An examination of the effects of word recognition on the oral reading fluency and reading comprehension of low-performing readers in the second grade./
作者:
Nutter, Michelle J.
面頁冊數:
119 p.
附註:
Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 1980.
Contained By:
Dissertation Abstracts International64-06A.
標題:
Education, Elementary. -
電子資源:
Download fulltext (下載全文)
ISBN:
0496428934
An examination of the effects of word recognition on the oral reading fluency and reading comprehension of low-performing readers in the second grade.
Nutter, Michelle J.
An examination of the effects of word recognition on the oral reading fluency and reading comprehension of low-performing readers in the second grade.
- 119 p.
Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 1980.
Thesis (Ph.D.)--University of Oregon, 2003.
This study examined the effects of word recognition practice in using two computer-based interventions: (a) high frequency word recognition practice in isolation and within connected text, and (b) high frequency word recognition practice within connected text only. Forty-two students participated in a 12-minute computer-based intervention twice a week for six weeks. Results on measures of phonemic decoding, sight word efficiency, and comprehension indicated no differences between conditions. On a measure of oral reading fluency, however, results were slightly below significance. Differential findings lend partial support to the component-based conceptualization that fluent reading is the result of three discrete skills: (a) letter-sound fluency, (b) word recognition fluency, and (c) connected text fluency.
ISBN: 0496428934Subjects--Topical Terms:
1000005428
Education, Elementary.
An examination of the effects of word recognition on the oral reading fluency and reading comprehension of low-performing readers in the second grade.
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An examination of the effects of word recognition on the oral reading fluency and reading comprehension of low-performing readers in the second grade.
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Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 1980.
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This study examined the effects of word recognition practice in using two computer-based interventions: (a) high frequency word recognition practice in isolation and within connected text, and (b) high frequency word recognition practice within connected text only. Forty-two students participated in a 12-minute computer-based intervention twice a week for six weeks. Results on measures of phonemic decoding, sight word efficiency, and comprehension indicated no differences between conditions. On a measure of oral reading fluency, however, results were slightly below significance. Differential findings lend partial support to the component-based conceptualization that fluent reading is the result of three discrete skills: (a) letter-sound fluency, (b) word recognition fluency, and (c) connected text fluency.
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Download fulltext (下載全文)
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